Exploring the Perceptions of Educational Supervisors and their Impact on Teachers’ Performance Appraisals (TPA) in Khyber Pakhtunkhwa Pakistan

Abstract

This study explores teachers’ perceptions of the teachers’ performance appraisal (TPA) as it relates to professional development and growth. After eight years of the KPK government’s reform initiatives in primary education, no empirical evidence indicates their effectiveness. However, it is generally assumed that the new reforms of monitoring and assessing in primary schools have brought significant transformations to help teachers learn and grow professionally. A mixed-methods design used questionnaires, field notes, and interviews to collect data in six schools. The study, involving 18 participants, revealed interesting findings regarding current TPA practices. Of the respondents, 88.9% perceived TPA as a way to determine annual salary increments. Seventy-three percent claimed they do not have a voice in establishing standards, the school’s overall plans, and decision-making policies.  A small proportion, 11.1%, acknowledged the TPA’s effectiveness. On the other hand, 33.3% replied “somehow effective,†indicating scepticism because they were unsure of the effectiveness. Furthermore, 55.5% indicated the TPA is “not effective†regarding the following: accurately measuring performance and determining appropriate rewards; being a source of communication to bridge the gap between administration and teachers; identifying needs for teachers’ training and professional development; and assisting teachers in clarifying their roles and responsibilities. Finally, 73% believe that the current TPA needs immediate review and change to function effectively. This study has practical implications for reforming the TPA’s current educational practices and catering to teachers’ learning and professional growth.